The document provides guidance for students preparing for a university admissions interview. It emphasizes that the interview allows the interviewer to get to know the applicant beyond just their application and gives the applicant a chance to highlight aspects of themselves not evident in writing. Some key points the document suggests students focus on are their interests, strengths, goals, fit with the university, and questions they have. It also provides examples of positive and negative feedback an interviewer may provide and suggests students be prepared with specific examples and answers to common interview questions.

2.  An interviewer is the eyes and ears of a university to
which you have applied. Are you a good fit?
 An interview can give context that the application does
not. It can support what the student’s school evaluations
and recommendations have said.
 For you, an interview is a chance to describe your
interests verbally
 What are you looking for?
 What drives you?
 What will you do with your strengths and successes?
 It is an opportunity for you to learn more about the
University – although not basic information that can be
found on the website

3.  Do you allow me to get to know you in 30-45 minutes?
 What are you like?
 What do you like?
 Will this student benefit from education at College X, and
how will he or she contribute to the education of
other students?
 What can I communicate that may not be fully expressed
in an application? This is your opportunity to bring
dimension to listed activities.

4.  How you think: Conceptual, analytical, intuitive
 A connection between your academic and personal
interests
 internal intellectual consistency
 Insight into your motivations
 A story: Perseverance, excellence, wrestling with the
material

5.  Does the Interview “Count”? Help or Hurt?
 Yes, and it is your opportunity to make it count
 Remember that it is one piece of a holistic review
 What is your objective in an interview?
 To engage the interviewer, to “arm” him with material
 To highlight messages not fully delivered in the
application
 Interviewers would love to write a great report: Help
them!
 What to wear?
 Be prepared to explain “Why College X?” or why area of
study? Explain in a way that strengthens your application.
Learn about the University and your interest in the
University, and its programs.

6.  Reflect! What are your strengths, interests – academic and
non-academic? What are your goals and dreams?
 Mark up your CV (resume) with highlights and reminders, and
review before you go into the interview. Be prepared to be
specific. Interviewers need to communicate through specifics.
 Have questions ready – about the school, the process,
whatever, but have questions!
 Most importantly, be yourself! Don’t be who you think
they want you to be. Be comfortable and relaxed; this is a
conversation, not an exam. T
 Talk about that which excites you – a passionate, eager,
thoughtful applicant always comes across well!
 If you get interviewer’s email, write a thank you note promptly

7.  …be late
 …try to dominate the interview, keep it as a conversation
 …game the interview
 …leave your phone on or chew gum or anything
inappropriate

8. What is your favorite class, subject?
What are your interests outside of school?
What do you read?
Where have you held leadership positions?
What does a particular leadership position or achievement mean to you?
Why College X (and maybe why a particular program)?
Tell me a little bit about yourself
What do you most want out of your college education?
Who has influenced you most in your life?
Tell me about a mistake you have made? What did you learn from it?
What do you aspire to?
Unusual circumstances in background?

9.  e.g.What do you like to read?
 Good:
“Most remarkable to me in my conversation was his
organized response to each question. He is clearly
bright, and was well prepared for the interview with a
range of answers to my questions. He remembered each
question, answered them in order and did so thoroughly.”
 Weak:
“Outside of school she likes to read history and fiction,
though she does not cite any specific examples.”

10.  Good:
“I asked her to tell me about a time when she made a
mistake, and what she learned from it. She considered
the question, and instead said, “Let me talk about a time
when I took a risk.” In doing so, she properly redirected
the answer to my question. It was not a rehearsed
answer.”

11.  Negative:
“I could not engage him in deeper issues because I could
not discover that about which he is passionate.”
 Also negative:
“He could not describe his motivation. He told me that he
was applying to very good schools but he could not tell
me why he chose those particular schools. I don’t know
if it was a language issue, and he could not articulate the
finer elements of emotion and judgment, or if he simply
lacked insight into his own behavior. I explored for an
overriding academic interest or curiosity, and could find
none.”

12.  Negative:
“He seldom looked me in the eye, an important factor for me. It is hard
for me to establish rapport with someone without making eye
contact. As a result, I am afraid that this interview never came to life,
and was nothing more that a Q&A session. I can list his answers
much like he recited them to me.”
 Also negative:
“My overriding impression of the conversation with the candidate was
that it was a scripted monologue. He was reciting a prepared
speech, and he was determined that I would hear it all. As such, his
answers were disingenuous, and he did not let me lead the interview.
He deflected my questions at least twice and instead jumped into a
rehearsed answer that I am sure he thought I wanted to hear. Yet
when I insisted on a direct answer, he stumbled in his answer, &
could not think on his feet.”